The impact of teacher’s figure as a role model on medical students knowledge in anaesthesia and intensive care.

The aim of this study was to determine and evaluate whether teacher’s figure as a role model has an impact on medical students’ knowledge ir Anaesthesia and Intensive Care (A&IC). The tasks of the research were to determine and evaluate 1) if teaching method had an impact for basic students’ knowledge, 2) if teaching method had an impact for A&IC specialty students’ knowledge, 3) if teacher’s behaviour had an impact for basic students’ knowledge, 4) if teacher’s behaviour had an impact for A&IC specialty students’ knowledge. Methods: A prospective observational study involved students 5-6th years in two Lithuanian medical universities, who received electronic questionnaire including 5 clinical scenarios, 5 multiple choice questions and A&IC curriculum evaluation. Results/Disscussion: 138 medical students have participated in this study. Practical application of teachers’ clinical experience to patients’ problems solving had visible impact on students’ specialty knowledge - 24 (52.2%), in comparison with students who partly 15 (25.4%) or did not receive such example 5 (15.2%). Students lacked of knowledge in specialty questions if their mentor could not balance between clinical work and teaching 16 (28.6%) or the balance was incomplete 12 (21.8%). Participants answered more specialty questions if the balance was reached 16 (59.3%). Interaction with patients and demonstration of real signs and symptoms were associated with increased knowledge as 52 (94.5%) students correctly answered specialty questions in comparison with students who did not receive bedside learning 25 (71.4%). Teachers who implemented evidence based care have shown positive example for the students, as a result - they have displayed better basic clinical knowledge 22 (46.8%) comparing with those who did not 12 (27.3%) or only partially received this experience 10 (21.3%). Conclusion: 1) Implemented evidence based care as a teaching method had a statistically significant impact to basic students’ knowledge. 2) Demonstration of real signs and symptoms and balance between clinical work and teaching as teaching methods had statistically significant positive impact on A&IC specialty students’s knowledge 3) None of teacher’s behavioural patterns had had a statistically significant impact on basic students‘ knowledge. 4) None of teacher’s behavioural patterns had had a statistically significant impact on A&IC specialty students‘ knowledge